Authenticity and Complexity in Game-Based Learning

This letter responds to the recent article by Fatemah et al. describing the SEARCH framework and its application through a game-based scavenger hunt to enhance research literacy and evidence-based medicine (EBM) competencies. The study offers a valuable extension to game-based learning in health professions education, particularly through its strong theoretical grounding and emphasis on authentic EBM practices. By engaging learners in tasks such as literature searching, critical appraisal, and data interpretation, the intervention moves beyond superficial gamification toward practice-oriented learning. However, variation in learner performance across task types suggests that higher-order EBM tasks may remain challenging despite engaging design. This observation highlights the inherent complexity of such skills and raises important considerations regarding learners' cognitive processing within game-based learning environments. Future work may benefit from exploring how selective and well-aligned game design elements can support learners in managing complexity while preserving meaningful challenge and supporting deeper learning.